INCULCATING CIVIC CONSCIOUSNESS THROUGH INTEGRATION OF SOCIAL RELEVANT ACTIVITIES IN KINDERGARTEN EDUCATION

EARLY CHILDHOOD EDUCATION

INCULCATING CIVIC CONSCIOUSNESS THROUGH INTEGRATION OF SOCIAL RELEVANT ACTIVITIES IN KINDERGARTEN EDUCATION By: JOANNA MARIE G. CONTRERAS-LAUREL Bulacan State University 2021 Abstract The study aims to know if our beloved preschoolers can be able to have civic consciousness at a young age through the integration of socially relevant activities in their lessons in Kindergarten Education. School administrators and kindergarten teachers are the contributors to implanting good values in the young minds of these preschoolers at school. In coordination with the parents at home, civic consciousness can be inculcated effectively. These civically conscious young minds will have the potential of being better leaders and can be a key to the success of our nation in the future. In this regard, the study seeks to determine if there is a need to recommend an intervention program that will inculcate civic consciousness in Kindergarten Education. The findings of the study in terms of Curriculum in kindergarten can be used as bases for the creation of school programs that will foster a positive and responsive manner of learners that will promote their dynamic and complex process of learning. The teachers and administrators used instructions in kindergarten that are suitable and appropriate to the level of the learners and such instructions allow them to attain the learning objectives. Kindergarten programs were not fully justified that there is a need for teachers to make learning programs more diverse and orient them to be innovative in the use of technologies in the presentation of learning activities, it is recommended for teachers to be abreast with the use of technology-enhanced materials to make more learning interesting and exciting to the learners. Competencies of preschool pupils in kindergarten in pre-reading skills were not enhanced because the activities which will enable the children to master the sounds of different letters and to read words through decoding were not given. The conclusion is that the kindergarten curriculum can be used as bases for the creation of school programs that will foster a positive and responsive manner of learners that will promote their dynamic and complex process of learning. Also, the teachers and administrators used instructions in kindergarten that are suitable and appropriate to the level of the learners and such instructions allow them to attain the learning objectives. The teachers and administrators who used programs in kindergarten were not fully justified that there is a need for teachers to make learning programs more diverse. The teachers and administrators used in terms of competencies of preschool pupils in kindergarten in pre-reading skills were not enhanced because the activities which will enable the children to master the sounds of different letters and to read words through decoding were not given. It is recommended that the teachers and administrators must create school programs that will foster positive output in the students for them to develop civic consciousness among the pupils. Also, teachers and administrators must be abreast in terms of enhancing the use of multi-axial approaches, as well as, technology-enhanced materials. Provision of additional time for reading activities, and lastly, it is also recommended for the teachers to invite resource speakers for the children to interact with different community helpers rather than having traditional discussions.

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